Involve parents, carers and families for school success:

Work with parents/carers and families can add strength and depth, and has been shown to have a significant impact in making approaches and specific interventions more effective, both by helping family life reinforce the messages of the school and through helping parents and carers develop their own parenting skills and attitudes.

The school has an important part to play in supporting the kind of parenting and family life that boosts well-being. This can be done informally, through conversation with individual parents and carers, or more formally through presentations at parents’ evenings, printed information, parenting education courses, and designated family link workers. Parents and carers who may not have had a positive experience of parenting themselves may need particular help to respond to their children’s behaviour in emotionally literate ways, to spend quality time with their children, to focus on their children’s strengths, to listen, empathise and understand the causes of their behaviour rather than acting harshly or inconsistently.

Image source: http://www.cdschools.org/Page/7302

Where work with parents and carers has been put in place to support specific school-based interventions, there is evidence of benefits in both directions, with improvement in both family and school life.

The involvement of school with home is, however, a sensitive area, especially where children and young people are in difficulty. It is important that parents and carers do not feel patronized, stigmatized and blamed for their children’s difficulties, and that schools look for strengths in families when engaging and try to build on them. This can encourage parents and carers – who may themselves have had a poor experience of school life – to feel accepted, confident and welcome. In the vital early identification of pupils with difficulties, parental input is invaluable: it is often their expressed concerns that are the first sign that something is amiss.

They should then find that their views, wishes, and feelings are taken into account, that they are kept fully informed, so they can participate in decisions taken about their children and are provided with information and support.

Source:

Document on Partnership for Well-being and Mental Health in Schools.

What works in promoting social and emotional well-being and responding to mental health problems in schools?

Advice for Schools and Framework Document (NCB- UK- National Children’s Bureau)

By: Professor Katherine Weare

Note: Credence learning foundation has sent a publishing permission message to the NCB team through contact page of their website. Permission message sent on 19^th November 2018

The Power of Listening: Unlocking English Proficiency in India:

- In India, where English often serves as a crucial link for education, employment, and global communication, mastering the language is a common aspiration. While grammar rules and vocabulary lists are fundamental, one of the most potent yet often underestimated tools for English language acquisition is active listening. For Indian learners, cultivating strong listening skills can be the key to unlocking fluency and confidence. Why Listening Matters in the Indian Context India's linguistic diversity means that English is often learned as a second or even third language. This brings unique challenges and opportunities for listening: * Diverse Accents and Dialects: Exposure to a wide range of English accents – from native speakers (British, American, Australian) to various Indian English dialects – is crucial. Listening helps learners adapt to these variations, improving comprehension in real-world conversations. * Intonation and Rhythm: Unlike many Indian languages, Eng...

The legacy we leave our children won't be measured in our bank accounts or career titles. It will be measured in the character they carry forward:

- In the hustle of our modern lives, a profound silence has fallen over our homes. We're so busy building careers and providing for our families that we've let go of a fundamental responsibility: building our children's character. Remember the stories we grew up with? The tales our grandparents told that were filled with morals, proverbs, and the rich history of our family and traditions. These weren't just bedtime stories; they were the very threads that wove the fabric of our character. They taught us empathy, resilience, and respect. They connected us to our roots and gave us a sense of belonging that no material possession ever could. Today, a screen has replaced the storyteller. Our children are growing up in a world of information but are starved for wisdom. They know how to swipe and tap, but they don't know the stories of their ancestors. They have friends on social media but lack the deep, personal connections that come from shared family traditions. The t...

ಪ್ರೊ. ಕೆ. ಎಸ್. ನಿಸಾರ್ ಅಹಮದ್ ರವರ ಜೀವನ-

- ಪ್ರೊ. ಕೆ. ಎಸ್. ನಿಸಾರ್ ಅಹಮದ್ ಪ್ರೊ.ಕೆ.ಎಸ್.ನಿಸಾರ್ ಅಹಮದ್ (5 ಫೆಬ್ರುವರಿ 1936 - 3 ಮೇ 2020) ಕನ್ನಡದ ಪ್ರಮುಖ ಸಾಹಿತಿಗಳಾಗಿದ್ದರು. ಅವರ ಪೂರ್ಣ ಹೆಸರು 'ಕೊಕ್ಕರೆಹೊಸಳ್ಳಿ ಶೇಖಹೈದರ ನಿಸಾರ್ ಅಹಮದ್'. ಅವರು ಬರೆದ 'ಜೋಗದ ಸಿರಿ ಬೆಳಕಿನಲ್ಲಿ ತುಂಗೆಯ ತೆನೆ ಬಳುಕಿನಲ್ಲಿ' ಎಂಬ ಪದ್ಯವು ಬಹಳ ಜನಪ್ರಿಯವಾಗಿ ಅವರು ನಿತ್ಯೋತ್ಸವ ಕವಿಯೆಂದೂ ಕರೆಯಲ್ಪಡುತ್ತಿದ್ದರು. Image source: Online typing ಜೀವನ- ಪ್ರೊ. ನಿಸಾರ್ ಅಹಮದ್ ಬೆಂಗಳೂರು ಜಿಲ್ಲೆಯ ದೇವನಹಳ್ಳಿಯಲ್ಲಿ ಫೆಬ್ರುವರಿ ೫, ೧೯೩೬ ರಲ್ಲಿ ಜನಿಸಿದರು. ೧೯೫೯ ರಲ್ಲಿ ಭೂವಿಜ್ಞಾನದಲ್ಲಿ ಸ್ನಾತಕೋತ್ತರ ಪದವಿ ಪಡೆದರು. ೧೯೯೪ ರ ವರೆಗೆ ವಿವಿಧ ಸರಕಾರಿ ಕಾಲೇಜುಗಳಲ್ಲಿ ಅಧ್ಯಾಪಕ ಹಾಗು ಪ್ರಾಧ್ಯಾಪಕರಾಗಿ ಕೆಲಸ ಮಾಡಿ ನಿವೃತ್ತರಾದರು. ಜನನ 5 ಫೆಬ್ರುವರಿ 1936 ದೇವನಹಳ್ಳಿ, ಮೈಸೂರು ಸಂಸ್ಥಾನ, ಬ್ರಿಟಿಷ್ ಇಂಡಿಯಾ ಮರಣ 3 ಮೇ 2020 (ವಯಸ್ಸು 84)[೧] ಬೆಂಗಳೂರು ವೃತ್ತಿ ಸಾಹಿತಿ, ಪ್ರೊಫೆಸರ್ ಭಾಷೆ ಕನ್ನಡ ರಾಷ್ಟ್ರೀಯತೆ ಭಾರತ ಪ್ರಕಾರ/ಶೈಲಿ Fiction ಸಾಹಿತ್ಯ ಚಳುವಳಿ ನವ್ಯ ಕಾವ್ಯ ಪ್ರಮುಖ ಕೆಲಸಗಳು ಮನಸು ಗಾಂಧಿ ಬಜಾರು(1960) ನಿತ್ಯೋತ್ಸವ ಪ್ರಮುಖ ಪ್ರಶಸ್ತಿಗಳು ಪದ್ಮಶ್ರೀ (೨೦೦೮), ರಾಜ್ಯೋತ್ಸವ (೧೯೮೧) ಕೆಲವು ಸಾಹಿತ್ಯಗಳು : ನಿಸಾರ್ ಅಹಮದ್ ...

The Blueprint for Global Learning: Aligning Outcomes, Curriculum, and Assessment for a Brighter Future:

- From the bustling classrooms of a city to the remote learning hubs across continents, education stands as humanity's most powerful tool for progress. It is the engine of innovation, the guardian of culture, and the pathway to individual and collective fulfillment. Yet, the true potential of any educational system, anywhere in the world, hinges on a fundamental, often overlooked, principle: the seamless alignment of learning outcomes, curriculum, and assessment. This isn't merely an academic ideal; it's the indispensable blueprint for designing, delivering, and systematically evaluating an education system that genuinely serves its purpose. The Three Pillars of Purposeful Learning Imagine education as a purposeful journey. Learning Outcomes are our destination . They are the clear, measurable statements that define what learners are truly expected to know, understand, and be able to do upon completing a course, a year, or an entire program. They articulate...

Education themed jokes:

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Addressing Modern Disciplinary Challenges in Schools:

- It's clear that schools today face unique disciplinary hurdles, particularly with the current generation of students. The traditional methods of lectures and assessments often fall flat, especially with boys, who seem to thrive on an activity-based approach to learning. This shift in engagement styles can make education feel like a forced endeavor, leading to a noticeable lack of interest and a decline in respect for manners and discipline. A significant concern is the limited parental cooperation. Many parents appear to feel their children are beyond their control, even suggesting corporal punishment as a solution and seemingly expecting schools to bear the sole responsibility for their children's tarbiyah (upbringing and moral development). This creates a challenging environment for educators. Compounding these issues is the evolving role of teachers. Modern educators, while dedicated, may not possess the same emotional resilience as previous generations, making it difficu...

Education system in Greece and Rome in ancient times: (In Urdu)-

یونان اور روم میں نظامِ تعلیم ڈاکٹر عرفان حبیب مغربی تعلیم کی تاریخ کا آغاز حضرت عیسیٰؑ سے سیکڑوں برس پہلے، یونانی قوم کی تعلیمی سرگرمیوں سے ہوتا ہے۔ اس تاریخ میں بیسویں صدی کی شروعات تک ایک تسلسل پایا جاتا ہے۔ ابتدائی دور میں یونانی شہری ریاستوں میں رہتے تھے۔ شروع ہی سے ان کے یہاں تعلیم کو بڑی اہمیت دی جاتی تھی۔ اچھے شہری تیار کرنے کے لیے تعلیم ضروری تھی۔ یہ ریاستیں دشمنوں میں گھری ہوئی تھیں اور اکثر اندرونی خطروں کا بھی سامنا کرنا ہوتا تھا۔ اس لیے شہریوں کی اس طرح سے تربیت ضروری تھی کہ وہ اندرونی اور بیرونی خطروں کا اچھی طرح مقابلہ کر سکیں۔ اس یونانی سماج کی بنیاد، غلامی کے نظام پر تھی جس میں غلاموں کی تعداد آزاد شہریوں سے کہیں زیادہ تھی۔ تجارت اور ہاتھ سے کام کرنے کو معیوب سمجھا جاتا تھا اور یہ کام غلاموں سے لیے جاتے تھے، اس لیے شہریوں کو کوئی ٹیکنیکل تعلیم حاصل کرنے کی ضرورت نہیں تھی۔ شہری ریاستیں کئی باتوں میں ایک دوسرے سے مختلف تھیں اور اس لیے ان کے تعلیم کے مقاصد بھی جدا جدا تھے مثلاً سپارٹا اور ایتھنز کے تعلیمی نظام بالکل الگ الگ تھے۔ سپارٹا کے شہری اپنے علاقے می...

Hauna Curriculum is for strong preschool education:

- *Hauna Preschool Systems* Hauna Curriculum is for strong preschool education. We are a preschool curriculum provider offering a comprehensive learning framework for children aged 3-6 years. *Hauna Curriculum Overview:* 1. Focuses on holistic development (cognitive, social, emotional, physical) 2. Integrated learning approach (subjects interconnected) 3. Child-centered and activity-based learning 4. Emphasis on creativity, critical thinking, and problem-solving 5. Aligns with international early childhood education standards *Curriculum Structure:* 1. Nursery (H1- 3-4 years) 2. ⁠Lower Kindergarten (H2- 4-5 years) 3. ⁠Upper Kindergarten (H3- 5-6 years) *Subject Areas:* 1. Language and Literacy 2. Mathematics 3. EVS 4. ⁠Social emotional development 5. ⁠Physical Development *Teaching Methodologies:* 1. Play-based learning 2. Storytelling 3. Hands-on activities 4. Project-based learning 5. Role-playing 6. ⁠Real-World Applications *Assessment and Evaluation:* 1. Continuous...

School Library suggested list for Indian schools for classes 6th to 10th standard:

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How does too much nagging effect children:

- Imagine an 8-year-old girl named Lily is getting ready for school. Her mom is constantly reminding her: "Lily, have you brushed your teeth yet?" "Did you pack your lunch? Don't forget your water bottle!" "Hurry up, we're going to be late! Put on your shoes!" "Don't forget your homework!" Lily, feeling overwhelmed and rushed, may: Become distracted: Forget what she was supposed to do and lose focus. Feel anxious: Start to worry about making mistakes and disappointing her mom. Resist and argue: Refuse to do things quickly, leading to a power struggle. Feel overwhelmed: Feel like she can't do anything right and lose confidence in her ability to get ready for school. This constant pressure can make getting ready for school a stressful experience for Lily. Instead of nagging, her mom could try a more supportive approach, such as: Creating a visual checklist: Help Lily create a checklist of things she needs to do in the morning,...

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